13.09.2016

1

Implementation of the National Qualification Framework in

Latvia – lessons learnt

Ms. Tatiana Danilova,Education expert

Dushanbe, September 13, 2016

Content• National qualification framework (NQF) in the

national system of qualifications• Conceptual framework of the NQF• Main objective of the NQF• Process and main stages of development• Normative framework of the NQF implementation• Problems in the development of the NQF• Lessons learnt

13.09.2016

2

Development and implementation of the National Qualification Framework (NQF)

• As of 2015, 152 countries took part in the development and implementation of the qualification frameworks and creation of the national qualification systems

• The process of NQF development and implementation requires active participation of the social partners, common understanding and application of unified terminology

National qualification system

The combination of legal and institutional regulation mechanisms for demand and supply for qualifications of specialists on behalf of the labor market includes the following:

• National qualification framework is a structured description of qualification levels recognized in the labor market

• Sectoral qualification frameworks are structured descriptions of qualification levels recognized in the sector. It is a list of labor activities (professions) and qualifications, where professions are grouped by areas of professional activity and levels of qualification

• Professional standards and procedures (rules and mechanisms) of their development and recognition (registration)

• Independent system of certification• Educational standards

13.09.2016

3

National Qualification Framework in the National qualifications system

National Qualification Framework

Sectoral qualification framework classifies the requirements of the

sector towards the qualification of specialists depending on the levels of

the work complexity

Professional standardsIn each specific area of professional activity they define

the requirements towards the level of qualification, competence, content, quality and conditions of labor

Conceptual framework of the NQF (1)

Qualification is the official result of the procedure of assessment and recognition of the learning outcomes defined by an authorized institution in accordance with a certain standard (the European Union recommendations on EQF, 2008)

Main elements,which form the qualification:

Learning outcomes Assessment Standards

Recognition by an authorized institution

13.09.2016

4

Conceptual framework of the NQF (2)

• Qualification is measured by learning outcomes• Learning outcomes are the validation of what a

human being knows, understands and is able to do after the completion of education (formal, informal or spontaneous)

• Learning outcomes are common theoretical denominator, which underlies all the European Union policy instruments in the area of education

• Competency is the ability to perform professional tasks and demonstrate obtained knowledge, abilities, skills and relations

Competencies and learning outcomes

8

SOCIETY

STUDENT

Competencies

Demonstrated ability to perform certain necessary tasks (necessary competencies)

Necessary knowledge, abilities,relations... (learning outcomes)

13.09.2016

5

The main objective of the NQFEnsuring understanding and compatibility of qualifications

and their transparencyCreation of the unified standards of education qualityFacilitating the mobility of students and professorsEnsuring the internationalization of education and

creation of a single educational areaStreamlining the process of obtaining life – long education,

ensuring expanded access to obtaining qualifications: continuity and official recognition of qualifications

Creation of the methodological framework for the development of professional and educational standards

Creation of the foundation for justified classification of existing or new qualifications

Creation of an opportunity to design an individual educational trajectory, changing it both vertically and horizontally

Bologna process in Latvia

• Declaration was signed in 1999• Bachelor’s and master’s degrees since 1993• Mandatory supplement to diploma introduced since

2004• Credit points: national credit points• Quality assurance: accreditation since 1995

Cycles:• Short cycle: 2 – 3 years, approx. 120 – 180 ECTS• First cycle: bachelor, 3 – 4 years, 180 – 240 ECTS• Second cycle: master, 1 – 2 years, 90 – 120 ECTS• Third cycle: doctor, 3 – 4 years

13.09.2016

6

5 professional levels of qualifications since 1999

1. Theoretical and practical readiness to perform simple tasks in a certain area of activity

2. Theoretical and practical readiness giving an opportunity to perform qualified work of an implementer

3. Enhanced theoretical and professional training giving an opportunity to perform the duties of an implementer, which include planning and organization of performed work

4. Theoretical and practical readiness to perform complicated work of an implementer as well as organize and manage the work of other specialists

5. The highest qualification of a specialists in a certain sector giving an opportunity to plan and conduct scientific research in the relevant sector

Creation of the Latvian qualification framework

• In 2008 Latvia supported the recommendation of the European Parliament and the Council of Europe (April 23, 2008) on the creation of the European qualification framework in the area of life – long learning, to ensure human development, competitiveness, employment and social cohesion of the population as a whole as well as develop and assess acquired knowledge, abilities and skills

• Since 2008 the Center of academic information has been awarded the status of the National coordination center (NCP) for the implementation of the European qualification framework

13.09.2016

7

Attracting social partners

The leading group includes (2009):• The Ministry of education and science• The Latvian chamber of crafts• The Council on higher education• The Center of academic information (NCP, ENIC/NARIC)• The Higher education quality assessment center• The Union of free trade unions of Latvia• The Confederation of Latvian employers• The Association of colleges• The State service of education quality• The Latvian association of local self-governance bodies • The Latvian Council of rectors• The Latvian union of students• The National Centre for Education

Process of qualification framework development

2009

• A working group was created to appeal to the Ministry of education and science (consultations and supervision)

• A working group of the Council of Latvian rectors was created (updating descriptors for level 5 – 8 of the LQF: higher education)

2010

• A group of experts was created for the descriptors of levels 1 – 4 of the LQF

• Descriptors are approved by the Resolution of the Cabinet of Ministers (October 2010)

2011

• Consultative process with the involvement of various stakeholders (partners) and international experts: personal meetings and on – line consultations

• Drafting and discussion of the self – assessment report

13.09.2016

8

Methodology of work to ensure correspondence of the LQF to the European qualification framework

Adoption of the qualification level descriptors by the Cabinet of Ministers

Development of Latvian descriptors

Analysis of descriptors of the European qualification framework, Dublin descriptors and Bloom taxonomy

Analysis of national education (state educational standards) and professional standards

National Qualification Framework in Latvia – stages of development

• Further development of the LQF on the basis of changes in the educational system

Second stage

2016 – 2018

• Creation of the Latvian Qualification Framework (LQF), equalizing the system of formal education to the European QF and higher education to the qualification framework of the European Higher Education Area (QF-EHEA)

First stage

2009 – 2011

13.09.2016

9

The table of qualifications adopted in the LQF / EQF since October 2010, approved by the Latvian Cabinet of ministers

Documents on education in Latvia (qualifications) Level

Certificate of general secondary educationDiploma of secondary vocational education

4

Diploma of higher vocational education 1st level(college, 2 – 3 years of studies)

5

Bachelor’s diplomaProfessional bachelor’s diplomaDiploma of higher vocational education (2nd level of higher vocational education, not less than 4 years of studies)

6

Master’s diplomaProfessional master’s diplomaDiploma of higher vocational education (2nd level of higher vocational education, not less than 5 years of studies)

7

Doctor’s diploma 8

13.09.2016

10

Comparison of the levels of LQF / EQF with the levels of the European Higher Education Area

EQF Level 2

EQF Level 3

EQF Level 4

EQF Level 5

EQF Level 6

EQF Level 7

EQF Level 8Country A Country B

Q

Q

QNQF/ NQS

NQF/NQS

NQF/NQSQ

Q

Q

Q

NQF/ NQS

NQF/NQS

NQF/ NQS

NQF/ NQS

EQF Level 1

13.09.2016

11

Normative foundation of the Latvian qualification framework (1)

Amendments to the Law on education. Definition of the LQF, description of the LQF levelsLatvian qualification framework is system of eight levels which includes all degrees of education (fundamental education, secondary education and higher education), all types of education (universal education, vocational education, academic education), as well as professional qualifications acquired outside the system of formal educationDescriptions of eight levels are based on learning outcomes, which have three distinctive features:• Knowledge (knowledge and understanding)• Skills (ability to apply knowledge, communication, general skills)• Competencies (analysis, synthesis and assessment)

Normative foundation of the Latvian Qualification Framework (2)

Amendments to the Law on vocational education define the following:• Correspondence of 5 levels of professional

qualifications to the levels of Latvian qualification framework

• Starting from January 1, 2017, the documents recognized by the state which certify obtained vocational education and acquired professional qualification, should indicate the level of the Latvian qualification framework

13.09.2016

12

Correspondence of 5 levels of professional qualifications to the Latvian qualification framework

Amendments to the Law on vocational education

1 2 3 4 5

1 2 3 4 5 6 7 8

Development of sectoral qualification frameworks

European Fund Project “Creation of sectoral professional qualification system and increased efficiency and quality of vocational education” (December 1, 2010 – November 30, 2015)

• Establishment of 12 Sectoral expert councils in industry (12 councils: tourism, textile, construction, electronics etc.)

• Conducting research in 14 sectors of economy and establishment of a professional structure for each sector (main profession, specialization, related profession)

• Development of sectoral qualification frameworks for 14 sectors• Development of new professional standards or updating the existing ones

(80)• Development of new elastic modular programs (56), based on competencies

and learning outcomes (30)• Creation of a system recognizing competencies acquired informally

13.09.2016

13

Example ofprofession map for the textile, garments and

leather items sector(by qualification levels)

Cycle of competencies

TasksProfes-sional

standards

State educa-tional

standard

Training program

Assessment of learning outcomes

Assessment of competenciesRecognition

Qualifi-cationcertifi-

cate

Labor

market

Training

Compe-tencies

Expected competencies

Relevant competencies

System of qualifications

Assess-ment

standards

13.09.2016

14

Problems in development and implementation of the NQF in Latvia

Problems Positive experience in their solution

Formation of social dialogue Establishment of Sectoral expert councils, their role is enshrined in the law

Irregular participation of stakeholders Cooperation of all stakeholders

Varied understanding of qualification levels among sectoral specialists and other users

Development of methodological materials on the application of the NQF, which explain generalized formulation of descriptors

Absence of a unified approach towards qualifications in one sector

Development of a sectoral qualification framework based on the NQF

The education system is not ready to transfer to competencies – based approach

Improved qualification of educational staff

Inadequate normative framework The normative framework is improved: the Law on education and the Law on vocational education were amended

Lessons learnt (1)

1. NQF is of strategic importance for the development of the educational system2. Development and implementation of the NQF forms legal and methodological basis for fundamental changes in the system of education and the national qualification system3. NQF acts as a catalyst of reforms in the educational system, but quick development of the NQS will not be understood without national policy measures4. Development of the NQF is a long process aligned with the long – term modernization of the educational system on the basis of the labor market needs

13.09.2016

15

Lessons learnt (2)

5. Development of the NQF envisages the development of additional components and conditions6. The development process will require time for the elaboration of the concept, consultation with stakeholders, establishment of institutions and capacity7. Sectoral approach is very important. It is necessary to develop Sectoral Qualification Frameworks on the basis of research in the main sectors, which will help determine the inter – linkage between qualifications by levels and create various trajectories of modular educational programs

Lessons learnt (3)

8. The involvement of stakeholders is the key factor. Sectoral expert councils will play the main role in this process9. Development of the NQF requires the presence of a well considered conceptual framework10. It is necessary to develop the methodological framework of the process11. Common understanding and the application of unified terminology is important in the process of development and implementation12. Specific attention should be paid to the quality of assessment and certification processes13. Development of NQF and SQF based on competencies (learning outcomes) requires change in the paradigm of education

13.09.2016

16

Thank you for your attention!